few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Use place value understanding and properties of operations to add and subtract.

Work with numbers 11–19 to gain foundations for place value.

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Extend the counting sequence.

Understand the place value system.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for counting by ten and adding by place value. These understandings help students develop fluency and will be helpful later in this lesson when students develop ways to efficiently count large collections of objects. Students show an understanding of place value when they observe that the sums have the same digit in the ones place but the digit in the tens place changes (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each sum mentally.
\(27 + 10\)
\(27 + 10 + 10\)
\(27 + 30\)
\(37 + 30\)
Student Response
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Activity Synthesis
“How did you use what you know about place value to find the sums?” (I knew I could start at 27 and count by ten. I knew 30 is the same as 3 tens. I know I could add the tens from each number together and the ones together.)


correct_option_index: 0